Search

Leadership and meaningful work: The possibilities and challenges of the Vocational Meaning and Fulfillment Survey In this study we examined how leaders perceive meaningful work and if the new Vocational Meaning and Fulfillment Survey (VMFS) could be used as a leadership tool in organizations. The data were collected through 22 semistructured thematic interviews and analyzed with a phenomenographic approach. Three categories of perspectives on meaningful work were found: individual, organizational and holistic. The VMFS was perceived as a useful and practical tool by most of the leaders. It could be used at individual, team, and organizational levels to measure the experience of meaningfulwork and to decide where to focus efforts to foster such work. When introducing VMFS into organizations, attention should be paid to proper user training and ensuring the engagement of the management and supervisors.

This paper suggests that a technique for close textual reading used in history, the classics and theology for two almost two centuries, the gobbet, can be repurposed as a method of developing media literacy in higher education students in other disciplines. The gobbet is a bite-sized extract from a longer set text learners have studied that acts as an entry to the whole text, permitting critical, contextualised evaluation to take place. As a pedagogical tool, the gobbet can be a counterweight to discontinuous reading practices and abstracted information sources. It is highly effective for analysing contemporary media and discourse, in producing articulate learners confident in their ability to analyse information, and in developing transferrable critical and communication skills for scholarly, career and personal use. This paper situates the gobbet, reframed for modern use in an expanded range of scholarly disciplines, as a learner-centric method that develops agency and independence within a phenomenographic pedagogical frame.

Purpose: The study examines students' conceptions of power and important aspects of teaching for developing the ability to analyse power relations in social science. Methodology: Phenomenography is used in the analysis of 155 student essays, to identify different ways of analysing societal power issues. Findings: When conducting a qualified analysis of a societal power issue, it is crucial that students discern that power is tied to an agent, that power is exercised through agency in specific contextual power arenas, and that they understand how power is relative to the power of other agents in the same arena. Research limitations: The study focuses on Swedish upper secondary students. Comparisons with other groups of learners are welcomed. Practical implications: The critical aspects identified should be used as a basis for teaching designs. Findings imply that the meaning of power as a concept should be highlighted in social science teacher education., JSSE - Journal of Social Science Education, Bd. 22 Nr. 1 (2023): Schools as securitised spaces

Background: Children with congenital limb reduction deficiency live with the decisions made by their parents and healthcare professionals about treatments to be carried out during the first years of life. To understand better the meaning of treatment during childhood, it is necessary to listen to adolescents who have had this experience. The aim of this study was to investigate the perceptions of adolescents with congenital limb reduction deficiency concerning the treatment they received during childhood and what it meant to them currently and in the future. Methods: A descriptive design with a qualitative approach was used. Semi-structured interviews were conducted with 10 adolescents (six girls and four boys) with upper and/or lower limb reduction deficiency, median age 17.5 years (range 16–19). The interview data were analysed using a phenomenographic approach. Results: The treatment received during childhood had contributed to shaping the adolescents, as shown in the emerging description categories Creating opportunities, Choosing one's own path and Belonging in a context. Their current situation fell into three categories: A continuous journey, indicating that they still used the skills learned during childhood; Leaving the door open, indicating that they were not currently using the skills learned during childhood, but felt that there could be opportunities ahead; and Closing a chapter, indicating that they had stopped using their prosthesis or assistive devices and no longer needed those skills. Further, the adolescents' thoughts about the future are portrayed in the categories Uncertainty about the future and Confidence about the future. Conclusions: An understanding of the meaning of treatment received during childhood may help improve the delivery of treatment and continued support to meet the needs of children with congenital limb reduction deficiency in the short and long term., Funding agencies:Faculty of Medicine and Health, Örebro University, Örebro, SwedenResearch Committee, Region Örebro County, Sweden

The present project aims to explore nursing students´ variations of learning and understanding about dementia.

In today’s increasingly digital society, the rampant creation and spread of misinformation and disinformation poses a critical problem in our lives. As a society, we are suffering heightened panic facing Information Disorder (ID). This is especially true in the context of Indonesia, a highly Internet-penetrated country with low levels of literacy. A prominent solution to the problem at hand is to develop Media and Information Literacy skills (MIL). To gain in-depth understanding of the context and phenomenon at hand, three things need to be explored; conceptions of the problem, conceptions of the solution, and conceptions of possible issues with the solution. This study aims to explore conceptions and experiences of ID, MIL and discussions of possible issues with advancing MIL skills in Indonesia across a variety of stakeholders. This extensive insight will give an opportunity to reflect upon current efforts and help design sustainable and adept solutions. In order to undertake the aim of collecting and analyzing conceptions and experiences of a variety of stakeholders, a theoretical approach of phenomenography is taken using semi-structured qualitative interviews as a method of empirical data collection. The varied conceptions and experiences of stakeholders paints a picture of how Indonesian society conceives ID, MIL skills and possible issues with the solution. A solution broadly encouraged by stakeholders is for all stakeholders to work together to create comprehensive, context-relevant, and sustainable solutions.

Matematisk problemlösning är för elever ett utmanande område som är beroende av att lärare har en genomtänkt plan för hur undervisningen ska struktureras. De olika syner som visat sig finnas på problemlösning har vidare inspirerat till den här studiens syfte, vilket är att synliggöra olika uppfattningar av vad problemlösning i förskoleklass och årskurs 1–3 innebär. För att svara mot syftet för studien har en fenomenografisk ansats använts och frågeställningarna ”På vilka kvalitativt skilda sätt uppfattar lärare problemlösning i de lägre årskurserna?” och ”På vilka kvalitativt skilda sätt uppfattar lärare syftet med att undervisa i problemlösning i de lägre årskurserna?” har formulerats. Genom semistrukturerade intervjuer med fyra lärare har data samlats in och analyserats. Resultatet visar på fem olika uppfattningar av problemlösning vilka handlar om att se problemlösning som en textuppgift, en utmanande process, en procedur, ett gemensamt arbete eller ett kreativt tänkande. Därefter presenteras fyra uppfattningar av vad syftet med undervisning i problemlösning är. Syftet uppfattas handla om att följa läroplan och förbereda inför nationella prov, att ge eleverna förberedande verktyg, att skapa en förståelse för problemlösning och att testa elevernas kunskaper. Avslutningsvis diskuteras studiens metodval följt av en diskussion kring resultatet i relation till tidigare forskning och yrkesverksamheten. Mathematical problem solving is a challenging area for younger students that relies on teachers having a well-thought-out plan for how the teaching should be structured. The different views that have been identified regarding problem solving have further inspired the purpose of this study. The purpose is to highlight different ways of experiencing what problem solving in preschool and grades 1–3 entails. With regards to the purpose of the study, a phenomenographic approach has been used, and the research questions "In what qualitatively different ways do teachers experience problem solving in the lower grades?" and "In what qualitatively different ways do teachers experience the purpose of teaching problem solving in the lower grades?" has been formulated. Data has been collected and analyzed through semi-structured interviews with four teachers. The results reveal five different understandings of problem solving, which involve seeing problem solving as a word problem, a challenging process, a procedure, a collaborative work, or a creative thinking. Furthermore, four different ways of experiencing the purpose of teaching problem solving are presented. The purpose is experienced to be about following the curriculum and preparing for national tests, providing preparatory tools for students, fostering an understanding of problem solving, and testing students' knowledge. Finally, the study's choice of method is discussed, followed by a discussion of the results in relation to previous research and professional practice.

Syftet med studien var att synliggöra förskolebarns förståelse om helheten i vattnets kretslopp genom samtal utifrån en skönlitterär bok och efterföljande målaraktivitet. För att ta reda på detta användes deltagande observationer vid ett boksamtal och målaraktivitet. Empirin samlades in från två underlag, barns teckningar som analyserades deskriptivt och videoinspelning som analyserades tematiskt med utgångspunkt i fenomenografin. Tolv barn i åldern fyra till sex år från två avdelningar på samma förskola deltog i studien. Resultatet visar en rik variation av uppfattningar som barnen hade om både helheten och delar i vattnets kretslopp. Sammanfattningsvis kan variationen av uppfattningar beskrivas som en förenklad version av helheten i kretsloppet där delarna regn och moln är mest förkommande i barnens uppfattningar. Avdunstning, kondensering och uppsamling förekom i barnens uppfattningar men inte i samma utsträckning. De teman som framkom i barns uppfattningar av helheten, var att vattnet regnar och avdunstar i en ständig process. Det andra temat var att vatten används, genomgår en reningsprocess för att användas på nytt. Utifrån resultatet kan slutsatsen dras att när vattnets kretslopp undersöks med barn i förskolan, bör grundläggande begrepp introduceras och undervisningen bör fokusera på att fördjupa och nyansera barnens förståelse. The purpose of this study was to bring preschool children’s conceptions about the entirety of the water cycle to light, through a conversation about a fictional book- and a drawing activity. The study employed a participant observation method during a book talk- and drawing activity. Data was collected from two sources, children's drawings which were analyzed descriptively and video recording which was analyzed thematically from a phenomenographical standpoint. Twelve children from two separate departments in the same preschool in the age 4-6 years participated in the study. The results of the study showed a rich variation in children’s conceptions about both the parts and the entirety of the water cycle. In summary, the variation of conceptions can be described as a simplified version of the entirety of the water cycle. Where rain and clouds, are the most prevalent parts in the children’s conceptions. Evaporation, codensation and collection appeared in children's conceptions but not to the same extent. The themes that appeared in children's conceptions of the entirety were that water rains and evaporates in a continuous process. The second theme was, that water which has been used undergoes a purification process to be used again. Based on the results the conclusion can be drawn that when studying the water cycle with preschool children, basic concepts should be introduced and the education should focus upon deepening and nuanceing the children's understanding.

This article reports the findings from a phenomenographic study of career experts’ conceptions of systems development in lifelong guidance settings. The results show that conceptions of systems development in lifelong guidance varied from minimal, aspirational, strategic to systemic. By exploring the logical relationship between qualitatively different conceptions, it provides policymakers and other stakeholders with a way of holistically viewing the varying levels of lifelong guidance systems development. The matrix presented in this article may serve as a catalyst for reflection on crucial elements, such as legislation, leadership and cooperation, that have the potential to improve systems development in lifelong guidance.

Workplace learning (WPL) is a complex phenomenon involving the intertwined processes of working and learning. Recent studies have shown the importance of sustainable perspectives in WPL situations. In the literature, sustainable development is still predominantly referred to environmental, economic and social sustainability. In this study, sustainable perspectives denote the widespread use of previous knowledge, the rapid application of new knowledge and the effects of this knowledge on well-being, thus leaning on human sustainability. The purpose of this study is to examine conceptions of WPL among Finnish police supervisors and to reveal whether sustainable learning perspectives manifest. Eight thematic interviews were analysed using phenomenographic and theory-driven content analyses. The analysis produced six main categories of WPL, and sustainable learning perspectives manifested in all categories. This study confirms previous findings regarding WPL and presents similarities in sustainable learning perspectives to those found in previous research. Learning outcomes can be improved by understanding WPL conceptions and sustainable learning perspectives; thus, the findings of this study can help organisations, supervisors and human resources better plan and implement sustainable WPL possibilities for employees and their careers.

The subject of this thesis is children’s theatre making in the Swedish School of Arts (Kulturskolan), which involves the creating work that children do on their own when they are asked to craft dramatic scenes without relying on a script or a story. Despite the fact that this is a common way of producing theatre in the Swedish School of Arts, little research has been done on the collective process when it is controlled by the children themselves. This thesis explores what children are actually doing when they collectively develop their own scene and what they need to master to make it comprehendible. The thesis is based on two empirical studies – a field study and a learning study – carried out in three drama groups with children aged 9–11 at a School of Arts in Sweden. In the field study, I observed a drama group during the process of creating their own play. By applying ethnographic methods and multimodal interaction analysis combined with theories about children's creative process and connections between play and drama/theatre the study explores what children do when they are set free to make scenes in small groups. The result shows a speedy, multi-layered, collaborative process in which they all, in different ways, responsively participate in designing roles and events through interactive verbal and bodily improvisation. The field study was followed by a learning study to explore how the multifaceted, simultaneous, and interactive activity of creating dramatic scenes could be specified and articulated as subject-specific knowledge. For this purpose, two other drama groups were chosen, and the subsequent study was conducted in collaboration with their respective drama teachers. A total of six lessons were designed and videotaped. The empirical material was analysed by using phenomenography. The result shows the skills divided into four subthemes: making the story logic, creating meaningful roles, coordinating the big picture, and adding relevant events. The co-creation of characters and events involves the ability to both talk about ideas and try them out through acting. When they create a scene, they use strategies similar to those children often use when role-playing; they alternate between being in and out of character, in and out of fiction. What essentially distinguishes theatre making in this sense from children’s ordinary role-play is the concern for and awareness of an imagined audience. Taking on the perspective of an audience includes the ability to design roles and events to make the play understandable from the outside: what I call aesthetic triangulation.

Drama beskrivs i forskning främja positiva egenskaper hos individer i förhållande till sin omvärld. I förskolans läroplan (Skolverket, 2018) lyfts drama fram som en uttrycksmetod för lärande i andra ämnen och inte som en viktig konstform i sig. Syftet med studien är att öka kunskap om förskollärares syn på drama i förskolan. Studien har genomförts ur en fenomenografisk metodansats och består av åtta semistrukturerade intervjuer. Intervjuerna har samlat in de uppfattningar förskollärarna har av fenomenet drama i förskolan. Resultatet visar att det finns varierande uppfattningar kring vad drama i förskolan är, hur den används och varför. Ur detta tolkades fyra beskrivningskategorier fram, där den mest framstående, som nämndes av samtliga förskollärare, var dramats plats i barns lek. Resultatet visar även varierande uppfattningar av vilka förutsättningar förskollärarna beskriver att de behöver för att arbeta med drama. Även här tolkades fyra beskrivningskategorier fram där den beskrivning som förekom i högst utsträckning var prioriteringar. Förskollärarna beskriver att andra ämnen ofta prioriteras före drama och att detta gör att drama inte bedrivs i samma utsträckning. Drama is described in research that it promotes positive characteristics in individuals in relation to their surrounding environment. In the preschool curriculum (Skolverket, 2018), drama is highlighted as a method of expression for learning in other subjects and not as an important art form. The purpose of this study is to increase knowledge about preschool teachers' view of drama in preschool. The study has been carried out from a phenomenographic method approach and consists of eight semi-structured interviews. The interviews have collected the preschool teachers' conceptions of the phenomenon drama in preschool. The results show that there are varying conceptions of what drama in preschool is, how it is used and why. From this, four categories of description were interpreted, where the most prominent, mentioned by all preschool teachers, was drama in children's play. The results also show varying conceptions of what preschool teachers describe that they need to be able to work with drama. Here, too, four description categories were interpreted, where the description that occurred to the highest extent was priorities. The preschool teachers describe that other subjects often are prioritized before drama, and that this means that drama is not conducted to the same extent.

Studiens syfte är att bidra med kunskap om begreppet mångfald genom förskolepedagogers perspektiv utifrån deras uppfattning av begreppet mångfald, samt att ta reda på hur pedagogerna beskriver arbetet med mångfald. Detta har utförts genom en kvalitativ intervjustudie utifrån teorin fenomenografi. Ett centralt begrepp inom fenomenografin är uppfattningar vilket är fokus i frågeställningarna. Studiens resultat visar att förskolepedagoger uppfattar begreppet mångfald som svårt att både definiera och arbeta med men att det är mycket viktigt. En viktig slutsats från studiens resultat är att förskolepedagoger ofta definierar mångfald utifrån den barngrupp man arbetar i. Förskolepedagogers uppfattningar av begreppet mångfald har vidgats något i och med den reviderade läroplanen för förskolan 2018 genom diskussioner i arbetslagen. Många förskolepedagoger har också uttryckt att arbetet med mångfald är en utmaning när det inte finns en stor etnisk mångfald bland barnen. En upptäckt som gjordes var att när vissa pedagoger ska beskriva sin uppfattning av begreppet mångfald, gör de det utifrån en etnisk mångfald. En av pedagogerna uppfattar att mångfald inte bara handlar om en annan nationalitet. Även om en avdelning bara har svenska barn finns det många olika kulturer. The purpose of this study is to contribute knowledge about the concept diversity through preschool educators' perspective based on their perceptions of the concept diversity and to find out how the preschool educators describe the work with diversity. This has been done through a qualitative interview study and the theory phenomenography. A central concept in phenomenography is perceptions which is the focus of the questions presented in the study. The result from the study shows that preschool educators perceive the concept of diversity as both hard to define and work with but very important. An important conclusion from the result of the study is that preschool educators often define diversity based on the group of children they’re working with. Preschool educators' perceptions on the concept of diversity have been slightly widened since the revised curriculum for preschool in 2018 through discussions in the working teams. Many preschool educators have also expressed that work with diversity is a challenge when there is no great ethnic diversity among the children. A discovery that emerged was how some preschool educators describe their perception of the concept of diversity, they often do it based on ethnic diversity. One preschool educator perceives that diversity is just not about a different nationality. Even if the preschool only has Swedish children there are still many different cultures.

This essay examines how teachers perceive youth language in schoolwork. We look into what the teachers believe youth language to be, when it is used and how often it is used, as well as for what purpose it is used. This essay also examines the teachers’ attitudes towards youth language, as well as their response to the presence of youth language in schoolwork. The study follows a phenomenographic approach, which means that the teachers’ perspective is the focus of the study as a whole. The research methodology used was mixed methods, as well as a thematic analysis method. This conveys that both qualitative and quantitative means have been used to gather the data, in the form of semi-structured interviews and an online survey, the latter of which was sent out to numerous schools in the Northern part of Sweden, and that the empirical data was thematically sorted and analysed. The results show that there is a shared understanding of what youth language entails, however, the attitude towards it varies depending on the purpose of the task. The teachers have different expectations depending on what programme the students attend and the gender of the students. The results also show that the perceived frequency of the use of youth language varies between programme and gender, and the teachers’ responses to the presence of youth language also varies depending on these same factors.

Syftet med mitt examensarbete är att få svar på hur en grupp elever i årskurs 9 i tyska funderar över sin språkinlärning i tyska. Utgångspunkten för min kvalitativa undersökning i klassrummet är två texter från Skolverket (2022a) som kartläggningsmaterial i tyska i årskurs 9 för att utmana elevernas läsförståelse genom textläsning och textrelaterade frågor som är införda i det digitala verktyget Wordwall. Det är i grunden ett gratis digitalt verktyg och enkelt att använda i språkundervisningen. Som lärare skapar man innehåll i form av en eller flera Wordwall-aktiviteter kring det valda materialet. Målet med undersökningen är att eleverna ökar sitt ordförråd i samband med dessa texter och på det sättet får kännedom om vanligt förekommande uttryck i texterna. Genom textläsning kan eleverna lära sig nya ord i ett sammanhang som säkert upplevs mer meningsfullt än att endast plugga med hjälp av ordlistor. Huvudresultatet som framkommit i min studie är att eleverna uttryckte sig skriftligt om sina uppfattningar kring sin språkinlärning och Wordwallprojektet. Insikterna dokumenteras med hjälp av en kvalitativ utvärdering av elevernas enkätsvar för att belysa deras uppfattningar. The purpose of my degree project is to get answers to how a group of Swedish students in grade 9 think about their language learning in German. The starting point för my qualitative investigation in the classroom are two texts from the Swedish National Agency for Education (2022a) as mapping material in German in grade 9 to challenge the students’ reading comprehension through text reading and text-related questions that are introduced in the digital tool Wordwall. It is basically a free digital tool and easy to use in language teaching. As a teacher, you create content in the form of one or more Wordwall activities around the selected material. The goal of the survey is for the students to increase their vocabulary in connection with these texts and in that way gain knowledge of commonly occurring expressions in the texts. By reading texts, students can learn new words in a context that is certainly perceived to be more meaningful than studying only with the help of word lists. The main result that emerged from my study is that the students expressed themselves in writing about their perceptions regarding their language learning and the Wordwall project. The insights are documented using a qualitative evaluation of the students’ survey responses to illuminate their perceptions.

There is a large amount of research that indicates that the use of 3DMP in STEM education improves students’ knowledge, motivation, and participation in the learning process. Nevertheless, despite the existing attempts to market 3DMP in education, its adoption in schools remains low. A number of studies with teachers in secondary schools and colleges indicate that teachers’ perceptions of 3DMP are one of the key factors for its successful use. However, to our best knowledge, there is no research that examined STEM upper primary school teachers’ perception on 3DMP. Through phenomenographic approach, this study is seeking to address the existing gaps. Four conceptions of 3DMP teaching emerged: (1) 3DMP as tools for classroom modernization; (2) 3DMP technical and software characteristics’ impact on implementation; (3) 3DMP as a tool for learning and improvement in teaching; (4) 3DMP and students’ professional orientation, teachers’ professional development. These four categories are connected by five key aspects of variation: impact on students, impact on teachers, classroom activity management, authenticity, subject-curriculum matters. The results of our study indicate that the mathematics and science teachers have a more sophisticated opinion on 3DMP than teachers of technical education, engineering, and informatics who mostly require additional training when it comes to using 3DMP in STEM education. Comparatively, science and mathematics teachers need support with implementation of software and 3D printers as a technical tool. Considering that this study’s teachers were early adopters of 3DMP, any future research should explore conceptions of experienced users. Version of record

Purpose The purpose of this study was to explore patient’s perception of their disorder. Design/methodology/approach This study used a phenomenographical approach within a qualitative research paradigm. A total of 21 patients with knee osteoarthritis (OA) were recruited for the study, and data were collected through open-ended face-to-face interviews. The interviews were transcribed and thematically analyzed. The transcribed verbatim was analyzed for themes. Findings The themes developed reflected the patients’ perceptions about the disease process. Thematic analysis revealed three themes: Knee OA is a degenerative disease, Knee OA is an age-related disease and Knee OA is caused by certain activities of daily living. The patient’s information varied and was limited to what had been provided by the health-care practitioner. The knowledge was more biomedical in orientation and was limited and not supported by the evidence. Research limitations/implications There is a need to provide evidence-based information that the patient must understand. Health-care providers must use a biopsychosocial framework to discuss the disease knowledge with patients. Practical implications This study helps us in identifying disease perceptions that can be used to design education programs for knee OA patients. It also highlights the need for delivering educational programs to knee OA patients. Originality/value This study lays a foundation for further research. To the author’s best knowledge, this is the first study to explore disease perceptions using a qualitative approach conducted among patients from a lower middle-income country.

Studies on narrative identity have been on the rise in recent decades. This study aims to analyze the narrative identities of international women living in Turkey. This study is qualitative and descriptive in nature based on a phenomenographic design within the interpretivist paradigm. This study involved five international women from different cultures that lived in Turkey for different periods of time. The results of the study show that the narrative identities of the participants were influenced by the aspects of the collectivist target culture. While hospitality, friendship, sincerity and social settings had a positive impact on their identity as women, motherhood, the dominance of a collectivist culture, the absence of an aesthetic urban design, the domination of manhood and the judgment of the people were questioned. In addition, the participants interpreted that the women in Turkey were expected to be confined to their homes, household chores and dealing with the guests such as neighbors, relatives and friends. The international women reported to have been largely disturbed by the violation of privacy. Temporality was also found to be another factor that affected their orientation and adaptation process into the target culture. However, in general, the participants reported that living in the Turkish culture had a favorable effect on their identity.

Studies on narrative identity have been on the rise in recent decades. This study aims to analyze the narrative identities of international women living in Turkey. This study is qualitative and descriptive in nature based on a phenomenographic design within the interpretivist paradigm. This study involved five international women from different cultures that lived in Turkey for different periods of time. The results of the study show that the narrative identities of the participants were influenced by the aspects of the collectivist target culture. While hospitality, friendship, sincerity and social settings had a positive impact on their identity as women, motherhood, the dominance of a collectivist culture, the absence of an aesthetic urban design, the domination of manhood and the judgment of the people were questioned. In addition, the participants interpreted that the women in Turkey were expected to be confined to their homes, household chores and dealing with the guests such as neighbors, relatives and friends. The international women reported to have been largely disturbed by the violation of privacy. Temporality was also found to be another factor that affected their orientation and adaptation process into the target culture. However, in general, the participants reported that living in the Turkish culture had a favorable effect on their identity.

PurposeThe paper contributes to the debate about local food and conceptualization of rural entrepreneurship by analysing the performance of small-scale dairies departing from their relation to innovations, innovative activities and risk.Design/methodology/approachThe authors use phenomenography to identify representative categories, and to draw conclusions about how these are consistent or different from dominant definitions of rural entrepreneurship and self-employment. The authors conducted semi-structured interviews, participatory workshops and compiled a database of all small-scale dairies established between 1968 and 2020.FindingsA focus on innovations contributes to differentiate between rural entrepreneurship and self-employment and how these interact in the process of economic growth. Innovations are seldom disruptive. Instead, innovative behaviour is strongly related to business models and to imitation. Social capital and collective action play a key role for the innovative capacity of small businesses, especially to realize disruptive innovations, such as the establishment of a new market.Research limitations/implicationsThe innovative capacity of rural businesses can be understood through their ability to break patterns, alter institutions and turn embededdness into assets. Rural entrepreneurship and self-employment are intertwined in the economic growth process.Practical implicationsInnovative behaviour is a significant aspect for firm survival over time, and it is also strongly related to new business models. Most rural firms can be characterized as self-employment, the latter are essential because they provide rural livelihoods and help bring maturity to newly established markets.Social implicationsThe right type of support, e.g. adopting enabling industrial regulations and granting access to constructive experiences of others, contributes to the innovative behaviour of small-scale rural firms.Originality/valueThis study differentiates rural entrepreneurship from rural self-employment by analysing the role of innovation. The authors show how innovations and innovative behaviour work their way through the process of economic growth and how innovation can break patterns by turning rural embeddedness into assets; and how innovative behaviour related to self-employments contributes to the creation of value and interacts with entrepreneurship in the process of economic growth.

This article reports the findings from a phenomenographic investigation into career experts’ conceptions of innovation in career development. The results show that conceptions of innovation in career development varied from (1) initiating service, (2) developing demographic-based programmes, (3) professionalising the sector to (4) exploiting cross-sectoral synergies. The findings give us a more profound understanding of critical aspects that may have an important role in improving innovation in career development.

Enterprise Coordinators play a key role in supporting the careers leader in schools and colleges and facilitating their relationships with volunteers from the world of work. This article explores how Enterprise Coordinators understand their work. Taking a phenomenographical approach, four categories of understanding have been developed (‘critical friend’, ‘matchmaker’, collaborator’, and ‘reflective practitioner’) that can be used to guide the training and development of all practitioners tasked with facilitating the relationship between schools and employers. It is hoped that this article can also add to the literature of how to undertake a phenomenographical study.

Objectives Online teaching methods are used to identify the effectiveness of blended learning. The present study aimed to evaluate the attitudes and satisfaction of health sciences students in Saudi Arabia towards blended learning. Methods The study used mixed research approach by recruiting students from academic year 2017–2019. Phenomenography technique were used to examine the qualitative data for research. Results The instrument was a valid measurement outcome for blended learning courses. Students generally preferred team-based learning rather than face-to-face lectures, which serves as a collaborative learning pedagogy. A high positive attitude and motivation was revealed among the students with respect to the blended model in teaching the research course. Conclusion The attitude and satisfaction of students seemed to play a vital role in teaching and learning outcomes. Moreover, it was found that the e-learning tools provided flexible learning environment to the students, regardless of location and time zone.

The process of information seeking and retrieval is a very complex cognitive process. One of the important approaches to exploring and understanding this process is to examine the user’s experiences. The purpose of this study was to concept and understand the Ph.D. students’ experience of the phenomenon of information seeking and retrieval in their research process. The approach of this study was interpretative that was carried out through qualitative phenomenographical research method. The participants in this study were Ph.D. students in different fields at Ferdowsi University of Mashhad in 2019. Sampling was purposeful, criterion and snowball. The maximum diversity was considered in the sample selection and was continued to the theoretical saturation of data. Semi-structured interviews were conducted with 20 students. Interviews were implemented and analyzed through an inductive and theoretical coding method using MAQDA12 software. The results showed that after analyzing the data gathered from the interviews, six descriptive categories emerged about how Ph.D. students perceived and experienced the information seeking and retrieval phenomenon. Six categories were information seeking and retrieval as an endless sea, a valuable treasure, a road full of lights, the key to rescuing, eating the desired fruit, and a bridge to reach knowledge. The results showed that the Ph.D. students described the information seeking and retrieval in their research process as important and necessary and that their main problem was learning and teaching which made them feel unpleasant. Although this qualitative study does not aim to generalize the findings, however, according to the findings of the present research at the outcome space, this type of students’ perception and description of information seeking and retrieval phenomena at the highest academic degree is an alarm for the higher education system and should be taken seriously into consideration.

In this full research paper we examine questionable collaboration from a student perspective. Collaborating while solving computer lab assignments is often considered an important part when learning computer science, as it allows students to discuss their work, while also practicing working together. However, it also introduces risks, such as students collaborating in ways negatively impacting their learning outcomes and leading to inaccurate grading. Hence it is important to work towards reducing the use of these poor collaborative practices. In order to ameliorate the problem with academic misconduct, we need to understand students’ justifications for deviating from acceptable practices. In this paper we therefore investigate how students justify their collaborative practices during computer lab assignments in situations they experience as questionable. The justifications were collected through 15 semi-structured interviews with students experienced in pair programming, majoring in computer science and other technical fields from two large well-known European universities.The justifications from the interviews were analysed using phenomenography resulting in seven categories: external pressure, lack of interest, spending time on the assignment, understanding the end product, contributing to the process, learning from the assignment and reflecting on the purpose of the learning. These describe in which situations students might deviate from the rules and can be used by institutions to prevent such behavior.

BackgroundProblem-oriented project work, also known as problem and project-based learning (PBL), is a popular educational approach in engineering education. However, the focus of the literature on the implementation of PBL has been at the course and institutional levels. Scant attention has been paid to the student experience, especially regarding student conceptions of PBL.PurposeThis is a phenomenographic study of student conceptions of PBL in a Danish engineering program that uses a systemic PBL model.Design/methodThis study follows a phenomenographic qualitative design. Sixteen participants from four different engineering disciplines were asked to share their views and experiences with PBL. The interview transcripts were analyzed to identify emerging variations in the student conceptions of PBL.ResultsThe outcome space suggests three levels of students' conceptions of PBL: individual, group and society levels. Within the categories of description, sublevel variations appear: PBL as an unsupportive process and environment, PBL as a supportive process and environment, and PBL as a structured education method. These conceptions were organized hierarchically from a narrow individual to a broader society level.ConclusionsStudent conceptions of PBL as a structured education method echo the literature on the intended learning outcomes of PBL. However, our study shows that conceptions of PBL as personal and social processes fall outside of the scope of current scholarly discussions on PBL. Issues of societal relevance, while prominent in the literature on PBL, do not feature in students' thinking about PBL at this stage. Introducing broader reflection practices informed by exemplarity could address some of these discrepancies.

Background Insomnia, sleep apnoea and sleep loss are risk factors for the development of cardiovascular diseases. Most research on sleep disturbances includes patients with heart failure, while the role of sleep in sudden cardiac arrest survivors (SCA) has been only partially investigated and understood. Sleep-related breathing disorders and obstructive sleep apnoea increase illness and mortality in the aftermath of SCA. Also, post-traumatic stress is evident in SCA survivors, where sleep disruptions are some of the main symptoms of the condition. Consequently, it is important to identify sleep problems in SCA survivors at an early stage to avoid unnecessary suffering. Purpose The aim of this study was to investigate registered nurses perceptions of SCA survivors sleep, both in hospital and after discharge. Methods This was an explorative interview study with a phenomenographic approach. Nineteen registered nurses (RNs) varying in age, sex and years in the profession participated. Findings The nurses perceptions of SCA survivors sleep were categorized as: "The observer - noticing behaviours, emotions and habits of the patient that affect sleep", "The oblivious witness - attitudes that hinder the ability to recognise sleep behaviours", and "The practitioner - advising and medicating for sleep". The outcome space showed that the nurses detected both obvious and subtle signs relating to patients sleep. However, attitudes hindering the recognition of sleep behaviours were independent of acting as an observer or practitioner. If nothing unforeseen was observed, or if the patient did not spontaneously raise the subject, sleep was considered less important than other health problems in SCA survivors. Conclusions Although the nurses knew that SCA survivors suffered from poor sleep, they failed to reflect on the consequences for the patient. Nurses feelings of insufficient knowledge about sleep, as well as their omittance of sleep in the follow-up documentation could leave sleep issues unaddressed and cause unnecessary patient suffering. Relevance to clinical practice Nurses need increased knowledge and training to enable them to detect subtle signs of sleep problems in SCA survivors. Funding Agencies|Region Ostergotland, Linkoping University [LIO-820771]; Medical Research Council of Southeast Sweden [FORSS-556481]

Although phenomenographic research approach has been widely used by education researchers to investigate students’ learning, little attention has been paid to the relationship between a pedagogical approach adopted by teachers and students’ learning outcomes, particularly in engineering education. This experimental study proposes integrating variation theory as a pedagogical approach to a face-to-face classroom environment for teaching complex engineering contents and adapting a phenomenographic approach to evaluate students’ learning outcomes. The teachers who participated in the experimental group incorporated the variation theory in their teaching process. In contrast, the teachers in the control group, being ignorant of the variation theory, taught the same content to achieve the same specific learning outcome. Drawing on data from students’ written responses both from experimental and control groups, this article illustrates how teachers implemented variation theory in the classroom and its impacts on student learning. The implementation of variation theory was confirmed by classroom observation, and the variation in understanding the topic was emerged from students’ written responses and interview data through phenomenographic analysis. The findings indicate that teachers informed by variation theory use variation and invariance that creates necessary conditions for learning. This study demonstrates how, by incorporating variation theory, a faculty member designed different pedagogical approaches, which helps students conceptualize complex engineering topics more systematically than those who do not discern variation. The study concludes with theoretical, empirical, and pedagogic implications for teacher education in engineering.

This paper builds upon the authors’ previous research on Technical and Further Education (TAFE) teachers’ conceptions of (first paper), and approaches to (second paper), ICT-enhanced teaching in professional education (third paper). This paper aims to examine relationships among the above three aspects, that is: between TAFE teachers’ conceptions of, and approaches to, ICT-enhanced teaching and their associated view about ICT use in the workplace. Phenomenography, a qualitative research approach that emphasizes the importance of people’s experience of a phenomenon, was selected as a research methodology for this study. A cohort of 23 teachers from three TAFE institutions in NSW, Australia, participated in semi-structured, in-depth interviews. This study found that teachers’ conceptions of, and approaches to, ICT-enhanced teaching, and conceptions of ICT in the workplace are linked. More specifically, TAFE teachers who hold a particular conception of ICT-enhanced teaching tended to adopt related approaches to ICT-enhanced teaching that are further linked with conceptions of ICT in the workplace. TAFE teachers who expressed ‘student-centred/activity-oriented and/or industry-oriented’ conceptions of ICT-enhanced teaching were more likely to adopt a ‘studentfocused’ approach to ICT-enhanced teaching. The teachers within this group were more likely to hold an understanding of the role of ICT in the workplace as an effective or essential tool in professional activities. This paper offers new insights that contribute to bridging the gap between ICT in teaching and ICT in workplace practice. These findings could help develop new initiatives to address the existing gap between teaching in TAFE institutes and current practices in the workplace.

Curriculum leadership is commonly regarded as an essential element in supporting school development and facilitating curriculum change processes. The study identified the qualitative variation in c...

Purpose Book piracy represents a threat to the publishing industry, while for the society, book piracy provides some benefits. The purpose of this study is to examine views of readers, authors and publishers in Lithuania on book piracy’s benefits to society. Design/methodology/approach This study uses phenomenography to examine readers’, authors’ and publishers’ reflections on book piracy’s potential social benefits. The authors collected research data via semi-structured, face-to-face interviews with 10 participants from each group (readers, authors and publishers – a total of 30 interviews). Findings Six qualitatively different categories of attitudes were revealed, namely, that book piracy provides easier and more convenient access to books, helps readers save money, pushes readers to read more, helps for authors to gain more popularity, provides wider access to books and provides consumers with moral satisfaction. The similarities between readers’, authors’ and publishers’ views on benefits of book piracy outweigh the differences. Practical implications Theoretical background indicates that stakeholders’ explicitly stated attitudes towards book piracy contribute to their book piracy intentions. This study hopes to help publishers in Lithuania confront the challenge of book piracy and develop effective strategies to attenuate a normative framework with four actionable recommendations to help professionals in the publishing industry to better address book piracy. Originality/value Book piracy continues to perplex publishers, in part because they lack a clear understanding of the social and psychological underpinnings of book piracy. This study aims to develop such an understanding by filling gap in the literature on book piracy: the lack of work on readers’, authors’ and publishers’ perceptions of book piracy’s individual and social benefits.

This paper discusses the uses and applications of the Pedagogy of Experience Complexity for Smart Learning (PECSL), a four-tier model of considerations for the design and development of smart learning activities. Using existing mobile apps and relevant activities as illustrative examples, the PECSL is applied to indicate concepts and mechanisms by which useful pedagogical considerations can work alongside user-centred design principles for the design and development of smart learning in urban hyper-localities. Practical application of the model is discussed using real world examples of activities as a basis to demonstrate the potential for manifold opportunities to learn, and plan for experience complexity in a smart learning activity. Case study approaches reflect on aspects of the PECSL in how it might be a useful and pragmatic guide to some of the issues faced when designing digital citizen learning activities in complex urban environments.

Purpose Personas are lifelike characters that are driven by potential or real users’ personal goals and experiences when interacting with a product. Personas support user-centered design by focusing on real users’ needs. However, the use of personas in educational research and design requires certain adjustments from its original use in human-computer interface design. This paper aims to propose a process of creating personas from phenomenographic studies, which helps us create data-grounded personas effectively. Design/methodology/approach Personas have features that can help address design problems in educational contexts. The authors compare the use of personas with other common methodologies in education research, including phenomenology and phenomenography. Then, this study presents a six-step process of building personas using phenomenographic study as follows: articulate a design problem, collect user data, assemble phenomenographic categories, build personas, check personas and solve the design problem using personas. The authors illustrate this process with two examples, including the redesign of a professional development website and an undergraduate research program design. Findings The authors find that personas are valuable tools for educational design websites and programs. Phenomenography can productively help educational designers and researchers build sets of personas following the process the authors propose. Originality/value The use and method of personas in educational contexts are scarce and vague. Using the example contexts, the authors provide educational designers and researchers a clear method of creating personas that are relatable and applicable for their design problems.

Statistics students’ conceptions of the work of statisticians and the discipline of statistics may play an important role in the topics to which they attend and their interest in pursuing further study. To learn about students’ conceptions, we collected open-ended survey responses from 44 undergraduate students who had completed introductory statistics courses. We used a grounded theory phenomenographical qualitative approach to identify several themes in students’ conceptions. In addition to the test-and-procedure conception, we offer several other themes, such as acknowledgement of variation and the role of ethical integrity. We use a metaphor of painting styles to compare to experts’ conceptions of statistics. By identifying “seeds” of what may be developed into expert conceptions, these preliminary results set possible foundations to explore trajectories that may help shape students’ conceptions of statistics. First published June 2020 at Statistics Education Research Journal Archives

Introduction : Children in a foster family have a difficult life situation. This is a challenge for both foster parents and teachers. Cooperation based on shared commitment and understanding gives the child a chance to gain positive life experiences. The acquired knowledge and skills can be a resource that will allow the child to change the (often negative) pattern of life of the biological family they come from. Aim of the study: The aim of the study was understanding how foster parents perceive their cooperation with the school their children attend. Method: The authors applied the interpretive paradigm, the phenomenography method in the study. To collect the data, focus interviews were conducted in three groups of foster parents. In total, 21 parents took part in the study. Results: Foster parents notice the division of responsibility in the process of educating children brought up in their families. Their role is to select an institution, start cooperation, help the child learn and accompany rehabilitation, inform the school staff about the specificity of the child’s functioning, and be the advocate for the child. The role of the staff side, according to parents, is to implement the recommendations of specialists, cooperate with parents, set adequate requirements for the child, and present a friendly attitude towards the child and the foster family. Conclusions: Based on the research results, guidelines for the good cooperation of foster parents with the school were formulated. It is important for teachers to understand the specific situation of not only the child (their life experiences, developmental disorders), but also the foster parent, as well as appreciate their commitment to the child. It would be important to create a support system.

The primary purpose of this phenomenographic qualitative study is to identify a group of second-year undergraduate architecture students’ conceptions of learning technology use. The secondary purpose is to examine students’ learning experiences, perceptions, and feelings of technology use in an education course. Data were collected over a week by individually interviewing 15 architecture students, who were becoming teachers of architecture. Each 20-min individual interview was audio-recorded, transcribed verbatim, translated into English, and analysed to identify descriptive categories of the students’ conceptions of learning technology use. The six descriptive categories were: learning online; searching for information and knowledge, defining social media connectivity, exploring a virtual place, designing a model house, and transferring knowledge and understanding. Most architecture students expressed the technology-integrated lessons were interesting. The architecture students perceived educational games as the most useful teaching tools in their future classrooms. The study implies phenomenography can be used as an assessment tool to identify students’ conceptions and characterize their structural aspects, which may be used as curriculum frameworks to design content that moves architecture students from the periphery to the core of the subject.

With the advent of current Corona pandemic /COVID-19, the universities around the world were closed for face -to- face education. In the pandemic crisis, universities had to transform teaching- learning milieus instantly and online teaching went viral at universities. This transition from on campus to online education delivery services affected university teachers in many ways. By applying phenomenography approach, the present paper examines university teachers’ perceptions about the challenges they faced in Pakistani context, university teachers’ re-action towards university decision about the overnight teaching paradigm shift from face-to- face to online teaching, institutional support to teachers for online teaching; students’ caliber for online learning, and to assemble university teachers’ opinion about the pre- requisites of online teaching. The data was collected through written answers to open- ended research questions. Interpretative phenomenography analysis (IPA) framework was used to extract finding from the text data. The major findings emerged that mostly university teachers accepted the transition of teaching paradigm however some were under stressed for the online teaching. The training provided to teachers was not sufficient to meet actual requirements of online teaching. Teachers realized that universities did not have up-graded relevant infrastructure required for online education. Teachers perceived that mostly students did have the caliber to learn online moreover many students who were living in the remote areas did not have resources to get benefit from online classes. There was common consensus among university teachers that before launching online educational programs all pre- requisites of online education may be fulfilled at satisfactory level to achieve the targets.

Although citizenship’s literacy in biodiversity is a promising way of confronting its loss, the unawareness about this topic is generalised particularly regarding plants. The latter phenomenon, nam...

Indonesia and Thailand share similar characteristics in terms of their educational systems, and non-formal education has been developed in both countries. This research aimed to identify how the Indonesian National Qualification System policy has been implemented. The strengths and weaknesses of the two countries in their perception and adoption of non-formal and informal education programs were also examined. The transformation of non-formal and informal education into an inseparable part within the National Education System on the macro setting and the macro area was discussed. Lastly, the policies and implementation of non-formal and informal education in both countries were mapped and compared. This research applied a phenomenography qualitative approach. According to the results, Indonesia and Thailand have different terms related to non-formal education: Thailand uses the term Adult Learning and Education (ALE), which involves adult education, equality, community and the elderly. ALE in Thailand is broader because it covers several fields that are not directly within the Ministry of Education but are used as a non-formal education template for the community. Keywords: non-formal education, implementation, Thailand, Indonesia

Voiding cystourethrogram (VCUG) is a common pediatric invasive diagnostic imaging examination to assess the urinary tract. The examination is associated with a high level of distress for both the child and the parents. Parents' ability to manage their child's situation depends, among other things, on the information they receive from the health care provider. The aim of the study was to explore the impact of information at a VCUG of a child as perceived by the parent. Phenomenography was used for the study design and analysis. A face-to-face semistructured interview with open-ended questions was conducted with 12 parents after their child's VCUG. Two categories of parents' perception of the impact of information emerged: keeping the child in focus and establishing a relationship. When receiving information before and during the VCUG, the parents perceived that they could be present for and support the child and make decisions in relation to the child's needs. The parents perceived that the radiology nurse had the expertise to provide information in a professional manner, which established a relationship between the parties. The results revealed that by accepting, questioning, and understanding VCUG health care information, the parents were able to be attentive to their child and were an integral part of person-centered care. The radiology nurse is pivotal in promoting person-centered care by tailoring VCUG health care information to enable shared decision-making and establish a relationship with parents in the best interest of the child during the examination.

Background Antibiotic resistance is a threat to global child health. Primary healthcare workers play a key role in antibiotic stewardship in the community, but few studies in low-income countries have described their experiences of initiating antibiotic treatment in children. Thus, the present study aimed to describe primary healthcare workers’ experiences of antibiotic prescription for children under 5 years of age and their conceptions of antibiotic resistance in Northern Tanzania. Methods A qualitative study involving individual in-depth interviews with 20 prescribing primary healthcare workers in Moshi urban and rural districts, Northern Tanzania, was performed in 2019. Interviews were transcribed verbatim, translated from Kiswahili into English and analysed according to the phenomenographic approach. Findings Four conceptual themes emerged during the analysis; conceptions in relation to the prescriber, the mother and child, other healthcare actors and in relation to outcome. The healthcare workers relied mainly on clinical examination and medical history provided by the mother to determine the need for antibiotics. Confidence in giving advice concerning non-antibiotic treatment varied among the participants and expectations of antibiotic treatment were perceived to be common among the mothers. Antibiotic resistance was mainly perceived as a problem for the individual patient who was misusing the antibiotics. Conclusions To increase rational antibiotic prescription, an awareness needs to be raised among Tanzanian primary healthcare workers of the threat of antibiotic resistance, not only to a few individuals, but to public health. Guidelines on childhood illnesses should be updated with advice concerning symptomatic treatment when antibiotics are not necessary, to support rational prescribing practices and promote trust in the clinician and mother relationship.

This scoping review builds on a baseline paper from Cibangu & Hepworth (2016) that reviews the differences between phenomenology and phenomenography using corpus articles of 6 journals. However, the baseline paper does not distinguish between phenomenological and phenomenographic orientations and their appropriate fit into the discourses identified by researchers. There is a lack of critical appraisal of phenomenological and phenomenographic forms adopted in LIS, causing under-reporting of methodological incongruences between studies, resulting in fewer guidelines for novice LIS researchers. This scoping review answers the following central research question: do phenomenological and phenomenographic studies in published LIS research share the same criteria of rigour? LIS multi-disciplinary bibliographic databases will be searched, basic keyword searching will be made in databases with less sophisticated search strategies, LIS conferences without full publication in the indexed journal literature, the tables of contents of LIS journals and hand searching will be conducted to ensure that no articles are missed because of indexing lags.

Today, many technology teachers in compulsory technology education teach design and design processes using a digital design tool, such as computer aided design (CAD). Teaching involving CAD is a relatively new element and not very much is known about what teachers intend pupils to learn in compulsory education. Thus, the aim of this study is to investigate technology teachers' experiences in order to gain insight into their teaching practices involving CAD. A phenomenographic approach was used and twelve semi-structured interviews with lower secondary technology teachers were conducted. The interviews were analyzed and categories of description were hierarchically organized into the phenomenographic outcome space. The results show that teachers have different experiences of the intended learning outcomes when CAD is used in teaching, and four hierarchical categories emerged: (1) Handling the software, (2) Using ready-made models, (3) Manufacturing and creating printed models, and (4) Designing. The four categories describe teaching to use CAD and/or through using CAD. Further, the hierarchical categories indicate a teaching progression and the categories can be used as a basis for further discussions among teachers, teacher educators and researchers to develop CAD pedagogies within compulsory technology education. Artikeln tidigare publicerad som manuskript i Brinks (2021) licentiatuppsats Modeller och modellering med digitala verktyg i högstadiets teknikundervisning.

What we hope for has a large impact on how we feel and behave. Research on the determinants and effects of a hopeful disposition is increasing in several academic fields, such as psychology, nursing and organizational studies. However, how hope is defined differs significantly between disciplines, leading to fragmentation in the insights that we can draw from this research. This systematic review aims to provide an extensive overview of the ascribed characteristics of the concept of hope in ten different academic fields. Using phenomenographic research methods, these characterizations are collected and categorized to offer a comprehensive conceptual framework of hope. The resulting framework comprises 7 themes and 41 sub-themes. We show how this framework can be used to obtain a fuller understanding of the concept of hope and of possible blind spots within specific research fields.

Since visual representations play a particularly important role in the teaching and learning of chemistry, the exploration described in this article focuses on them. This is an explorative study of the qualitatively different ways that visual representations can be unpacked by Swedish upper secondary school chemistry teachers dealing with intermolecular forces. Unpacking is characterized as the ways that visual representations get used to open up the possibility of having the critical aspects and features of an intended object of learning being brought into focal awareness, initially on their own and then simultaneously. The analysis, which combines a phenomenographic and a social semiotic approach, leads to the characterizations of five qualitatively different ways that visual representations may be unpacked. These outcome categories are presented in terms of a conceptual hierarchy, where two of these ways of unpacking are characterized as being teacher-centered and the other three as student-centered. This leads to a case being made that if teachers use student-centered ways of unpacking visual representations, then their students will be more likely to gain greater access to critical aspects and features of the enacted object of learning. We argue that in terms of making theoretical and practical contributions to the phenomenographic perspective on learning, the results can be used as a tool for researchers wishing to explore how visual representations can be used effectively in science education and also provide a useful basis for discussion in teacher education and in teacher professional development programs.

Purpose: This study wants to identify how teachers perceive technology and engineering as distinct entities and develop a framework of NOTE.Design and methods: To develop the NOTE framework, this s...